Category Archives: Lessons: Entry 1

Group profile, diversity, attendance, health, safety, and homework tips pertaining to this class are printed once immediately below and are, therefore, not repeated in each of the lesson plans further below. Lesson plans are in reverse chronological order.

Group Profile, Diversity, Attendance

AM: 18 S. 7 Eastern Europeans, 8 South Asians (2 from Finland), 1 East African, 1 West African/Portuguese. About half were in this group last term. AM Ss from Sept: DP, AS, SM, SH, SR, MS, EI, ID, IS ; AM Ss from Jan: RF, RC, MM, SG, OZ | PM Ss from September: RA, KB, KA; PM Ss from Jan: ShS, NH, RB, LM, SG, LT, SH, JP | The following learners have disclosed a sensory impairment: Group 1: RF has a sight impairment and agreed to sit near the board but often chooses not to – this should be followed up. | The need to respect difference has been stressed during induction because, occasionally, Ss make discomfort around difference obvious – all Ss are clear this is not acceptable. | Ss may need to leave early for valid reasons, but they must know it is their responsibility to communicate this to the teacher at the start of the lesson and remind the teacher ten minutes before they are leaving. (This will enable the T to supply any handouts/information that would normally be given at the end.) The following PM Ss leave early on a regular basis in order to pick up children from school/creche: E1.1 ChK, RA, CN, SG | A number of Ss (AM: ID; PM: LT, RB) will arrive slightly late because they use the creche, which does not open until the time classes are scheduled to start. Start of lesson activities are structured so that their late arrival doesn’t disadvantage any creche uses. Some Ss arrive late for other reasons e.g. complex school run arrangements (AM: AA and his wife RP) | Although some absences are authorised, it is the responsibility of all absentees to arrange for their buddy to collect handouts and lesson information. | Learners should be able to use online pages to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. | Some find the ICT components of the course challenging. Send a letter home, if needed, outlining the necessity of support from family members. Encourage such learners to enrol on one of our IT courses. | Tutorials play a vital role in revealing significant diversity issues, these are often missed during enrolment formatilities.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency; Not stick gum under tables; Bin waste. Ss should be asked periodically if they feel safe in and around the centre and (if not) why. . . . . . . Ask PM class who’s planning to come back next term (and update T3 progression list) and make sure they all know where I’m sending them.

.

.

What’s your Job?

Term 2, Week 11, Monday 25 and Wednesday 27 March (27/03 is the last lesson of T2 for the AM class. The PM group broke up on 25/03 and what would have been their final lesson is an assessment resit session.)

Learning objectives

Use appropriate language to talk about other people’s personal details. This includes:

Forming WH and Y/N questions

Listening for grammatical detail

Recognising and responding to WH and Y/N questions

Recognising positive and negative statements

NB. Ask Marinela if she’s planning to come back next term (and update T3 progression list and tracker) and make sure all know where I’m sending them. If they’re not doing Readers need to be handed back today. √

Language

Negatives and short answers | Basic personal information vocab

Context

The lives of people in the text book and the classroom (work, family, place of origin).

If time, Ss do further work on each word such as: identify word stress, count the phonemes, identify word class; transcribe phonetically (using BBC Pronunciation Tips IPA app if appropriate)

Ss return all readers. √

Outline lesson objectives/notices. √

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

LANGUAGE INPUT

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts can be more distracting than useful by inhibiting co-operative learning and S – S or S – T interaction.

Gapfill an ‘official’ conversation based on Y/N qq (listen to audio before and after to obtain/confirm the missing words) HBSBp20. [DIFFERENTIATION: Most able Ss in each group check handwriting/spelling. Ss take turns writing answer on board — T gives remedial input.] √

Ss work (in small groups) while T calls them out one by one for an ILP tutorial. In terms of the work they are doing, they should first complete HBTBS&C2, then check answers for the same, then work on HBWB3 which they can finish and correct at home at home if necessary. √√

End of lesson activities

Review lesson aims to inform homework &/or planning for next session.

Set HW and ensure all have the materials needed or access to same.

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework √

Add new words you find in everyday life to your vocab book.

Use Look →Say→Cover→ Write→Check to learn new spellings.

Revise all the Headway Beginners material from Units 2 and 3.

Revise all of the Grammar Reference material for Units 1 and 2. Study Grammar Reference 3.1.

Complete all of HBWB3 then (using a different colour) check/correct your work against the answer key.

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

LANGUAGE INPUT Info gap: Pairs have photo ID cards for other people (fictional or real). Each S has the same set but where A’s info is complete, B’s in incomplete and vice versa. Ss question each other to obtain missing info. HBTRB3.1 TUTORIALS Ss work on HBTBS&C2 while T calls people out individually for ILP tutorials

End of lesson activities

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Ss put their books away and take turns reading out the sentences (and orally filling the gaps) by looking at the IWB.

T elicits complete sentences (orally) from random Ss and notes any issues that could translate into ILP targets. [T shouldn’t get frustrated if a Ss can’t master a particular point, but tell the Ss it will be going on their ILP. T tells the Ss to check ILP tomorrow and to query it next lesson if necessary.]

Outline lesson objectives/notices. √

T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.

Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

AH! BARCELONA! √ Have a Q&A conversation using a dialogue flow chart (listen to partner and choose best response). HBTRB2.1 TUTORIALS This only took place with AM class because the PM exams were not yet all marked. However, the PM Ss too did do HBT2, in addition to the inference worksheet. Ss do Headway Unit 2 Test B while T calls up individuals one at a time for tutorials to discuss exam result and T2-T3 progression. [Ss who finish U2TB early should practice chatting in English or read their readers. A certain noise level is desirable so that people are not listening in on others’ tutorials. OPEN-CLASS EXAM FEEDBACK Neither class had time for this. There may not be time to go through the whole paper. Ensure there is no-one here who still needs to do their exam. Request all pens/pencils are put away. Remind Ss not to ask others about their result. Teach (with some humour) the phrase “That’s none of your business”. Distribute exam papers and go through the questions, annotating the texts (on the IWB) from which answers come. There may not be time to do all of this. [Info gap: Pairs have photo ID cards for other people (fictional or real). Each S has the same set but where A’s info is complete, B’s in incomplete and vice versa. Ss question each other to obtain missing info. HBTRB3.1]

End of lesson activities

Review lesson aims to inform homework &/or planning for next session Set HW.

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

DO ASK YOUR TEACHER IF YOU’RE NOT SURE ABOUT SOMETHING. Some questions he can answer, some he can’t. If in doubt, ASK.

* gestures, eye contact, social interaction, three strikes

Administration of test

Go through the rules together making sure everyone understands everything. Check understanding of overarching instructions. Then give an overview of the test activities to help Ss navigate. Distribute papers. Students don’t open their booklet. Fill out the boxes with name and date. Times can be added after. Give signal: Allow 15 minutes for Task 2 and 10 minutes for Task 3. Fast workers can move onto Task 3 as soon as they have finished checking Task 2. Slow workers should be instructed to move on to Task 3 at the appropriate time.

Homework

Keep doing reading assessment preparation in case you have to do a resit in week 11.

Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B.

. .

Assessment preparation

Week 9, Wednesday 6th March Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by

Knowing how to navigate the exam paper

Being prepared to read instructions carefully

Getting used to exam conditions/formalities

Understanding model answers in contrast to errors made

Procedures

Give AM Ss the answers to Cambs 2009 Part 3 (which they did for HW). Ss do Parts 1 to 3 of Cambs 2010 under mainly exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.) During the plenary sessions, Ss must not erase or alter any of their answers. They should write ticks, crosses, and correct answers in a different colour. After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Loose ends

Ss indicated they would prefer not to spend all of their time doing exam prep, so stop working on Cambs 2010 for the last c70mins and do

Check answers to HBSB3.19.6 and reinforce short answers concept.

HBTRB2.1 Ah! Barcelona.

Spelling test on numbers 1 – 30. Make it more interesting by giving sums and ss write the answer.

Homework

Work on an E1 Cambridge practice paper you haven’t done yet. Cambs 2011 has just been added to the online resources. (Reading Assessment Practice)

Read your reader everyday.

Spelling Test: 1 – 30

4+4= eight

19+9= twenty–eight

13-1= twelve

6+3= nine

10+5= fifteen

11+11= twenty–two

16-10= six

4+3= seven

12+12= twenty–four

14+16= thirty

. .

Finding out more about people

Also – assessment preparation and tutorials

Term 2, Week 7/8, 27 February & 4 March (HBSB3.18-19) In addition to the planned language input, this week’s sessions should include reading exam practice and ILP tutorials. Therefore, language input should last only 45 min and the rest of the session given over to assessmentpreparation.

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction. Distribute the following Headway material equally across the two sessions this week. Leave space in the second half of each lesson for reading exam practice. Jobs vocab: match words–pictures HBSBp18 √ Drill questions / statements / negative statements about other people’s jobs using ’s/isn’t. HBSBp18 [T checks Ss who usually have difficulty in this area and brings them together for a mini group session, while high ability Ss go around finding out their classmates’ jobs.] √ Gapfilling qq (about a 3rd person) using answers as clues (What’s her ____? Amy) HBSBp19 √ Drilling Y/N questions & short answers concerning the person above, then asking more Y/N qq. HBSBp19 √ Gapfill sentences (negative & positive) that are true about the above person. HBSBp19 [To be done for HW and checked next lesson.] At this point, after Ss have complete the exercises vocally, they can write down responses to the exercises. [T moves from S to S checking written responses and giving feedback.] [To be done at home.] Info gap: Pairs have photo ID cards for other people (fictional or real). Each S has the same set but where A’s info is complete, B’s in incomplete and vice versa. Ss question each other to obtain missing info. HBTRB3.1 Practise doing a sample reading assessment under semi-test conditions

After going through the instructions in OC using the IWB, Ss do as much of the paper as is appropriate.

While class is working on this, T calls up individuals for very short ILP tutorials. The objective of keeping them short is that everyone has a tutorial and few people get a shorter amount of time to complete their assessment practice task.

As people finish the allotted amount, tell them to read their reader. [Tell those w/o a reader to take immediate steps to get one. They can read other texts in their possession or the Newham Mag]

It may be appropriate to set some exam practice for HW (possibly more of the paper used today).

Learn from mistakes made in practise assessment

Ss compare/discuss their answers in small groups. Ss then check their answers agains a key.

If time, Ss could start a new practice assessment (no reason why they shouldn’t work in groups and discuss the answers for a change)

While the above two activities taking place, ILP tutorials can be given to individual Ss.

End of lesson activities

Give Ss an OC opportunity to raise queries not addressed by the assessment answer key. Use IWB/Promethean to annotate exam paper. Review lesson aims to inform homework &/or planning for next session Set HW.

Numbers Bingo

Assessment preparation

Week 7, Monday 25 February Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by

Knowing how to navigate the exam paper

Being prepared to read instructions carefully

Getting used to exam conditions/formalities

Understanding model answers in contrast to errors made

Procedures

Ss do Parts 1 to 3 under exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.) During the plenary sessions, Ss must not erase or alter any of their answers. They should write tickes, crosses, and correct answers in a different colour. After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Homework

Explore the Sounds of English page. Identify and practice the sounds that are difficult or new for you. (Many students find TH in words like this, these, thief, thanks, bother, and mouths difficult.)

Tying up loose ends

Week 6, 11th and 13th February This week’s sessions to include more reading exam practice. So keep the language input activity within the first 45 mins of each session devoting the rest to exam prep.

Aims

Pass on information about absent classmates [ongoing]

Practise doing a sample reading assessment under test conditions √

Be aware of common consonant cluster mistakes (crips, aks) √

Account for all the sounds in consonant cluster words √

Learn from mistakes made in practice assessment √

Have demonstrated sufficient knowledge of how to get the most out of study at NCFE √

Have demonstrated sufficient knowledge of responsibilities as NCFE Ss √

Know where to find the assessment dates (to be published ASAP) √

Be able to access assessment preparation materials independently √

Compare HW. Do this in both sessions but for different tasks. Mon HBWBp13. Tue HBWBp14. Ss take turns boarding one answer each. In OC, Ss take turns assessing quality/correctness of answers. Do numbers Bingo which was left over from last week. See below for numbers. Do this in both sessions if time. Use sums in the second session. Pass on information about absent classmates. Do this in both sessions.

Ss work in small groups to perfect responses to questions like Is Margaret here today? Why isn’t Margaret here today? [Advanced Ss check and assist less advanced Ss]

Focus on accurate use of the verbs to be and to have. Drill as much as necessary

Ss work in small groups, testing each other and improving their enunciation of CC words

Practise doing a sample reading assessment under test conditions √

After going through the instructions, 30 mins should suffice for Ss to complete the paper

As people finish, tell them to read their reader. [Tell those w/o a reader to hurry up and get one. They can read other text in their possession or the Newham Mag]

Learn from mistakes made in practise assessment

Project exam paper onto IWB and elicit answers from Ss.

Annotate over exam paper using Promethean

Where there is a full text, have the text on the board and annotate with question numbers. (Rather than putting up the questions and writing the answers.

End of lesson activities

Set HW (Monday and Wednesday) Check homework. We have spent a lot of time in previous lessons going through the HW on the board. To ensure this does not become monotonous, occasionally (as in today) just give Ss the answers but ensure they use a different colour or refrain from copying when they defaulted on the HW. [Done with AM group but not with PM group. Answers below for PM group to check from.

Answers to HBWBp13 on IWB. Ss use different colour to correct.

[Ss who didn’t do the HW can look and think but not copy the answers. They should finish the exercises at home.]

[Ss who left some answers blank because they didn’t understand, can copy the answers but in a different colour.]

Do lots of reading from a variety of texts (newspapers, books, the Internet, etc.)

Do the old Cambridge assessment papers. Email DB for answers. Reflect carefully on your mistakes.

Answers to HBWB p13

Unit 2 p13/ex7

H Hello. My name’s Henri. What’s your name?

I Isabel.

H Where are you from, Isabel?

I Coimbra, in Portugal. Where are you from?

H I’m from Paris.

H Hi, Isabel. How are you?

I Fine/OK/Well thanks. And you?

H Very well, thanks. Isabel, this is Ana. Ana’s from Portugal.

I Hello, Ana.

A Hello, Isabel. Where are you from?

I I’m from Coimbra.

A Oh! I’m from Coimbra too.

Unit 2 p13/exercises 8–9

Roberto is in Sydney

He’s from Italy.

He’s a computer programmer.

Brigitte and Jean-Claude are married.

They’re from France.

Brigitte is a teacher.

Jean-Claude is a photographer.

Yumi is from Japan.

She’s a doctor.

10. Her hospital is in the centre of Tokyo.

Numbers

Term 2 Week 5, Wednesday 06 February (HBSB2.16)

Learning objectives

Count up to 30

Recognise and write figures up to 30

Recognise and spell numbers up to 30

Perform simple calculations in English.

Read out correctly years from 1110 to 2030 AD (including the year you were born)

Language

Numbers (figures and spellings) 11–30

Hyphenation

13 or 30? etc.

Years

Start of lesson activities

Comparison and checking of homework (HBWBP12). Ss take turns boarding some responses to HW tasks. Ss should also compare and check their work prior to accessing model answers from T. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate. √ Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. √

Assessment of learning and differentiation

See underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

We should also have a pre-course rep meeting and (if time) complete another induction target.

Start of lesson activities

Comparison and checking of homework. Learners take turns boarding some responses to HW tasks. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate. Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. One of the starter activities (1 asks 2 about 3) was moved forward to Monday. This lesson is for Wednesday.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. For these activities a pdf (for projection) and copies of Headway Beginners Student Book p16 are required. Don’t hand these out until after the activity has been practised using the IWB. Have copies of HBTRB2.1 on standby in case we finish earlier than anticipated. ● Look at the picture on IWB (no text visible) and Ss tell each other what they can see. Anyone been there? What are their jobs? What are they doing in NY? Read and listen to the short accompanying text introducing a couple and use this info in gapfill. Don’t allow Ss to write anything yet. They should look at the IWB. [Ensure all are participating in discussion. Note least able learners and check their responses while roving before random checking. More able learners should write some similar sentences about a classmate.] Ss take turns boarding answer – these will be discussed/corrected in OC. HBSB2.16.1-2 ● Construct/Ask full questions (about the above couple) from cues (What/name?) using info from previous activity. Ss take turns boarding answer – these will be discussed/corrected in OC.[Note least able learners and check their responses while roving before random checking. More able Ss work together on extra personal info questions, which they can ask the teacher.] HBSB2.16.3 ● Ss now do the written aspects [Check handwriting while roving] HBSB2.16 ● Choosing correct copular form (is/are) HBSB2.16.GS ● Use random sticks to elicit correct responses to various problems from today’s work. [Note who is still struggling.] ● If these activities are finished quicker than anticipated, do Q&A conversation using a dialogue flow chart (listen to partner and choose best response) HBTRB2.1. Don’t forget, though, to leave time for end of lesson activities.

End of lesson activities

Course Reps’ pre-meeting. ILPs: Show Ss how to log on. Stress importance of meeting targets (test someone in front of the class?) Tell new Ss to look at the template and be ready to anwer questions to fill in the gaps (prior learning, aspirations, strengths/weaknesses).

Reflection/Evaluation

Induction

Term 1, Week 4, Wednesday 30th January Today we spent the whole time working through remaining activities in the induction unit (see LAP below dated 7 and 9 Jan). I collected all the induction packs but most are still not fully complete.

Individual learning plans

Term 1, Week 4, Monday 28th January Since planning Miguel & Glenna – Where Are They From?, a lot of work was done on the online PLP facility. It seems sensible to prioritise PLPs/tutorials over this LAP. In order to add some variety to the session, work on one or two more induction unit targets.

Aims

Complete the learner journey section of as many PLPs as possible

Provide some samples of writing for Jan.

Procedure

Do HBSB2.14.3 that was not completed last lesson as a warmer. Ss ask partners about other classmates (3rd person singular; names; countries; what; where) Show Ss the upgraded ILP site and elicit from them qq one would use to elicit learner journey info. Ss then take turns (random sticks) asking a classmate questions, while T records the info in the relevant section in that classmate’s ILP. Repeat this for several classmates but stop before it gets too monotonous. In OC have a tutorial with a learner who has an outstanding target. Decide if the target has been achieved and update ILP accordingly. If this is stimulating for the class, do the same with one or two others. Give Ss a writing task and grammar handout to work on while one to one tutorials are carried out. Only address one or two learner journey items with each S before calling someone else up.

For the writing task pretend you will be absent next lesson: Write a note to your teacher notifying him that you will be absent next lesson. Include today’s date and the date to be missed. You should explain why you cannot come. Remember to start and end the note politely (Dea… /Kind re…) If you can, explain how you will catch up on what was learnt; how you will find out about the homework.

For the grammar activity, do HBTest A for Unit 2. T should have copies of the answer key for Ss to use when finished (either in class or at home)

Homework

Practice asking someone at home about someone else (e.g. a family member who does not live with you).

Complete and check your Headway Test.

Tying up loose ends

Term 2, Week 3, 23rd January For today’s session try to finish of the LAP entitled What’s Your Name, Where Are You From? (below). The delivery of this LAP has been retarded by concurrently fulfilling outstanding induction aims over the last two sessions. Reflecting on his tendency to overplan and run short of time, DB will ‘if in doubt, leave it out’. If he overcompensates, we might finish a little early. Reflecting on another issue encountered last lesson (Everyone nodded and smiled, but not everybody understood!), DB will take more scrupulous steps to check people’s understanding before doing each new activity (more in-action monitoring needed too).

Aims

‘If in doubt, leave it out’ and don’t assume they understand (DB)

Finish off the the What’s Your Name, Where Are You From LAP (see following two points)

Get and give personal info about other people (his/her/he/she)

Get and give personal info from people you’re speaking to (you/your)

Check your spelling (induction vocabulary)

Know more about VLE access

Procedures

‘If in doubt, leave it out’ and don’t assume they understand (DB)

Finish early rather than trying to cram in an extra activity when there isn’t time. Be realistic. Extra time can be used for ILPs.

For a dovetailed info/gap: Do first demo with teacher or advanced learner. Give all Ss a letter sooner (A or B). Give everyone their handout rather than sharing during demo.

Finish What’s Your Name, Where Are You From LAP. Get and give personal info about other people (his/her/he/she); Get and give personal info from people you’re speaking to (you/your)

Spelling test of tour words

Reflection

HBSB2.14.3 was forgotten about! Do it as a warmer next lesson. Also TRB 2.1.

Inclement weather session 21/01/13

Term 2, Week 3, 21st January

Overview

Despite the icy conditions after the weekend’s snow, the College is open today. However, this session needs to take into account that some learners may arrive late, or want to leave early. We have also been informed that some local schools will be closed today and this will affect attendance due to parental responsibilites. Therefore, the best use for today’s session should be ‘tying up loose ends’, i.e.

checking diagnostic results, and making a start on ILPs

‘Pre-introducing’ the VLE

addressing outstanding induction aims,

consolidating last weeks’ language input

Details

Give Ss a Headway test to do while diagnostic tests are checked and ILPs are started. Ss should work collaboratively with as much discussion as possible and minimum input from teacher. Attempt to log a few enrolled Ss onto the VLE. Note what they can see. Is our course page on it? Can some log on but not others? (Make a note of their names.) Can I start transferring VLE material onto our course page? Address another outstanding induction aim (see induction unit below) Discuss, compare, check answers to HWB homework. Continue working for a short time on the You & Your World material (below). Test last week’s material and drill if necessary. Do planned activities that were not completed due to time last week.

What’s your name? Where are you from?

Term 2, Week 2, 14th, 16, 21, 23 January The above title refers to Headway Beginners Unit 2, which is used for this week’s language input. In addition to language objectives, learners will also be working through objectives not covered in last week’s induction unit. New learners will also need to complete remaining diagnostic activities. Due to the amount of outstanding material from the induction unit, this LAP is being spread across three sessions.

Learning objectives

By the end of the week, learners should

All learners should meet at least two of the remaining induction objectives.

We should know how may copies of the class reader to order.

Be able to request and give personal information (HBSBpp12–16)

Have practised listening for detail (HBSBpp13–17)

Be able to check for grammatical accuracy HBSBpp15–16

Be able to able to extract personal information from texts (HBSBpp14–15)

Information gap: Students A & B have the same set of pictures of people. Some of A’s have captions, others don’t (the converse is true for B). Each asks questions to find the missing information (name & origin) and responds to partner’s questions HBSB2.14.2 √

With partner, use the above language to ask/give information about other people in the class (3rd person) HBSB2.14.3

Have a Q&A conversation using a dialogue flow chart (listen to partner and choose best response) HBTRB2.1

End of lesson activities

How many Ss wish to buy their own copy of the reader (The Great Fire of London)? £7 at Amazon. [No one wanted to. I think it is wrong to ask if anyone wants to buy their own copy now.] New learners complete listening diagnostics √

Assessment of learning linked to learning objectives

Learning resources

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

Learn your tour spellings.

Practise HBSB p13 with someone.

Get a personal reader and read one page every day.

Grammar Reference 2.1, 2.2, 2.3.

Pages 10-11 from Unit 2 of the Headway Workbook.

Do the Headway Online Unit 1 grammar

Reflection/Evaluation

Lesson 2 of term 2: Induction

Term 2, Week 1, Wednesday 9th January Continue with the induction unit below. In the last hour, all should do the diagnostic writing tasks (pp7 – 9). Differentiation: Those who were absent for lesson 1 should begin by doing their diagnostic reading (pp4 – 6). CHomework AM: Read, revise and complete all material in induction pack except for the very last activity (rules comprehension task). PM: Do the abbreviations task in the induction pack.

Lessons 1 and 2 of term 2: Induction Unit

Term 2, Week 1, 7th & 9th JanuarySave this lesson plan separately to be used again in future.

Induction learning objectives – You should:

Start getting to know one another (names, countries, jobs, interests, things in common) in order to facilitate future co-operative learning √

Know your way around the building √

Vote to choose a class reader [Both groups voted forThe Great Fire of London. No one in Gp 1 wishes to buy their own copy.] √

Know who your course reps are √

Know how to stay healthy and safe at FGLZ √

Recognise the meaning of frequently used abbreviations [This task set for HW 09/01/12] √

Agree to treat everyone at FGLZ fairly and with respect √

Know some important study skills that will help you succeed on this course √

Know what is expected and demonstrate your commitment to homework, attendance, and participation, materials. √

Know the names of other staff at FGLZ √

Choose three buddies you can contact if you miss a lesson

Understand how ESOL courses are structured (levels, skills)

Complete one of the four diagnostic assessments (if you are a new student)

[If this runs into two lessons, but falls short of the second, do a spelling test based the FGLZ Tour words.]

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. Start getting to know one another (names, countries, jobs, interests, things in common) in order to facilitate future co-operative learning

Ss mingle, chatting to elicit relevant information. Ss write this down on a table.

Ss decide with whom that have most in common and introduce that person to the class.

T writes these around a circle (on board) eliciting the spelling of each. Ss copy this.

Ss get into pairs/small groups containing at least one continuing S. Continuing Ss must lead their group on a tour of all the listed places/features. Ss go for a tour of all the places around the circuit with each group starting at a different location. Return to the classroom after visiting all places.

T checks knowledge of important FGLZ locations and answers any relevant queries.

Ss (in pairs) read the handout containing a short introduction to a selection of Oxford Dominoes. Ss answer comprehension questions and choose the book they would most like to have as their class reader.

Reflection/Evaluation

‘Resits’

Aims

Today’s session is not only resits. It is also for candidates who missed one or more assessment sessions and are therefore doing their task(s) for the first time.

Procedure

Listening: Surriya who was absent needs to do the original task. Listening: Elizabeth[F], Asha[F], and Anna[F] need to do the resit task (resit version). Discussion: Elizabeth [F], Asha [A], and Cristina[A] need to do the task. Anna can join to increase the group size Directions: Igor[A], Iryna[A], Anna[F], Anisa[A], Elisa[F] who were all absent need to do the directions tasks. Someone will have to do it twice because of the odd numbers.

Final lesson for T1 – Tutorials

Term 1, Week 12, Wednesday 05 December

Aims

Complete progression forms Ss know next term’s dates Ss get their exam result and have their ILP updated Arrangements made for Ss who have not yet passed their exam

Procedures

Ss get their exam result and have their ILP updated

First group of Ss arrive and, in a group, start working together on HBS&C1.

T calls Ss one by one for their tutorial: exam result and it’s implications; ILP update; progression form

Ss know next term’s dates and arrangements made for Ss who have not yet passed their exam

First group departs except for any who haven’t passed exams. Group 2 start HBS&C1. Discuss with those who haven’t yet passed a time for their assessment.

See previous aim and do with group 2 what was done with group 1 in terms of tutorials.

Exams – Directions

Term 1, Week 11, Monday 26 & Wednesday 28 November Monday: 0930 Iryna [O] & Eden, 1000 Ina & Shamsia, 1030 Binta & Igors, 1100 Bianca & FATIMA (F swapping with Adina). Igors agreed to come next week to partner Iryna who was absent. Wednesday: 0930 Sayad & Surriya, 1000 Elizabeth & ADINA (A swapping with Fatima), 1030 Hapel & Daniela, 1100 Sumaiya & Ivan Post the map used in today’s task along with an outline of the functions needed on the wall outside the classroom. These functions would be typically covered by a successful pair of candidates during a telephone conversations of this nature. Waiting candidates should study and discuss these materials. Candidates should plan and rehearse. When it is time for candidates to be assessed, check they understand the instructions on the exam paper. Check they can pronounce intelligibly the places on the map. Check they understand the typical functions outline. Allow each pair asingle rehearsal of their dialogue prior to recording. Give a little constructive feedback without attempting to teach language they should already know. Allow candiate A and candidate B to rehearse their dialogue (A is jobseeker and B is receptionist). Record them. A & B swap roles and rehearse dialogue. Record them. Ensure Ss are aware of arrangemens for next week as per our online calendar.

Procedure

As candidates arrive, let them read through the Think about the Topic sheet (no need for them write yet). Then ask them to tick their preferred topic. Vote/Agree on topic for group. Elicit from Ss whether this is a series of presentations or a discussion. Check knowledge of basic discussion features. Remind them that time is limited. Stress the importance of expressing and asking about facts, likes, dislikes, giving a description, and responding to what others say. Briefly(!) check that Ss can discriminate between like as a verb and like as a preposition. like (verb) / like (preposition) What do you like? I like shopping. I like ice-cream. etc. like = prefer/enjoy What is Binta like? What is our classroom like? What is your house like? like = big, small, short, tall, friendly, kind, mean, horrible, warm, cold… light (not heavy) / light (something you switch on) Remind Ss to write a comment when they’ve finished. Check understanding of the exam paper instructions to learners. Ask Ss if this a set of presentations or a discussion. Start recording. Dawud says: NOCN Speaking & Listening – E1 Discussion task, xxxxx (date), xxxxxxx (names of students). Dawud introduces himself and Ss follow suite… When the next group arrives, they should study/discuss (if outside) the Think about the Topic sheet. Have a large copy on the wall outside and give waiting candidates their copy as soon as possible. They can get straight on with writing their notes if they are still waiting. When candidates are ready, commence/record the discussion. After the discussion, ensure Ss write a commenton their Assessment Frontsheet.

All Ss, in unison, fill in the admin sections of their paper as directed.

Ss understand all of the instructions and multiple choice answers so that subsequent appointment times will not be wasted explaining the same thing to each group in turn. Without being rehearsed in the actual activities, Ss will at be ready to do the tasks w/o confusion re procedures.

Use IWB, soft copies of exam paper, annotate over desktop for this.

Go through the paper with Ss, save individual queries (except for difficult words) for Q&A afterwards

Q&A relating to exam paper (but w/o any information that may compromise validity)

Ss complete the listening task and T marks as many as possible

Elicit exam rules (inc no talking to each other until outside the room, inc sanctions)

Arrange tables/chairs in rows

Check Ss understand what is written on the exam paper relating to the recording about to be heard.

Play the recording twice so that Ss can choose/check their answer.

Repeat the last 2 steps for each subsequent recording.

Remind Ss not to get up if necessary. Collect/Check papers systematically. Once all papers in and checked (for admin infor problems) dismiss Ss. They should not talk until outside the room.

Homework

Continue with the tasks set in previous lessons and get as much speaking and listening practice as you can. It is very important to meet up with your classmates to practice speaking and listening. Remember to bring something to read to your exam appointments in case you have to wait.

Exam Rules

Switch off your phone and put it away.

Put all other books/papers away.

If you cheat you will fail automatically and there may be other consequences.

No talking, except to Dawud.

Don’t move from your place until the teacher tells you to.

Final exam preparation session

Term 1, Week 9, Monday 12 November

Learning objectives

Ss should be aware of target language that is required in Tasks 2 and 3 Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Task 3. Ss should have further practice in listening to prepare for NOCN Task 1

Start of lesson activities

Remind class about course reps meeting. Ensure Ss have answers to homework tasks set in previous lessons. There will not be time to compare/discuss HW in class. Ss take turns filling in the gaps in the set of directions on the board (this will be the answer to one of the HW tasks: car park to supermarket from the map in E1S4L6.6).

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. Ss should be aware of target language that is required in Tasks 2 and 3

Go through the NOCN crib sheet with Ss

Drill some key phrases

Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Task 3.

Work through the activities in E1S4L6.6.

Ensure Ss ask for repitition, clarification, etc.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

Ask learners to supply specific examples of language that correspond to the skills required for exam success. Ss complete a gap fill version of a set of directions corresponding to the E1S4L6 map.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Exam preparation: Overview

Learning objectives

The main aim of today’s lesson is to give Ss a taste of all three NOCN S&L exam tasks.

Listening comprehension

Group or paired discussion

Giving and following directions

The other aim is to ensure they are aware of the exam timetable as exams start next week. We will also start working on the language of giving and following directions. This will need follow up before the exam.

Start of lesson activities

Comparison and checking of homework (HBWB8). If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Ss should compare each other’s work breifly before receiving answer key. Ss who haven’t finished the HW should not be given access to the answer key. Ensure Ss are sitting next to Ss who are in the same position (e.g. completer – completer, defaulter – defaulter.)

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. Outline structure of exam: listening – discussion – giving directions. Show exam timetable. Do the Cambs Fluency Listening task on Egypt (p11) as a preparation for exam task 1. Precede this with some kind of lead in using Internet material to give a taste of tourism in Egypt. e.g. http://www.youtube.com/watch?v=blEsvZSbemI As preparation for exam task 2, talk with a partner about holidays and travel. This activity will use speed-dating format and each conversation lasts for three minutes. Ask each other the following questions:

What was your best holiday and why did you like it?

Do you have a favourite airline? Why?

What places in the UK have you visited and what places in the UK would you like to visit?

What do tourists like to see when they visit your country?

Ask any other holiday-related questions you can think of.

In preparation for task 3, Ss attempt to give directions between various pairs of locations on a map (E1S4L6.6).

First, come out of the bus station and turn left into London Road, Then take the first turn on your left. This is Bedford Streeet. Then go to the end and turn right into Queen’s Road. Finally, go up Queen”s Road until you see the job centre which is on your left. It’s on the corner of…

Start working through the DfES Skills for Life Unit 6 pp5-8 on directions in preparation for exam task 3. [mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

End of lesson activities

Ss continue comparing and checking their completed HW. HW defaulters should try to finish the HW.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Homework

Write out and memorise directions from the market to the sports centre

From the bank to the park in Sefton Road

From the supermarket to the car park.

Reflection/Evaluation

First lesson back with Dawud after his absence

Term 1, Week 8, Monday 05 November

Learning objectives

Today’s planning reflects that fact that it is Dawud’s first lesson back after three two week’s absence and there is no record of work left by cover teachers. Essentially the plan for today is to do some listening comprehension and ‘show and tell’ . Both activities will be useful in preparing for the upcoming exam. The ‘show and tell’ is always a good activity to do in the first lesson after a break because many Ss should have something interesting/different to talk about. Another objective is to find out from the Ss what they have covered during Dawud’s absence as this information might not be forthcoming from elsewhere.

Start of lesson activities

Find out what work Ss completed during Dawud’s absence. Listening comprehension (as per two week activity cycle) – Guess a Country (Unit 2, Cambridge Listening 1 by Doff & Beckett). Only give one HO per 4 Ss. Individual copies can be given at the end (just for fairness). OR Just ask Ss not to write on the HO and take them in after the activity to be used again. Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. [mins/time] Teacher introduces and models the show and tell activity. To do this, he boards/checks Tell people about something you did or something that happened to you recently. T asks class qq like those bulleted below. Then T boards names of five Ss and elicits/boards topics. Then teacher talks about what he did and answers a couple of questions. Differentiation]

Who bought a new car?

Who went away?

Who went to somewhere special in London?

Who moved house?

Who celebrated a special occasion (religious festival, birthday, etc.)

Who spent time with someone they haven’t seen for a long time?

Who bought something special?

etc.

[mins/time] Four able Ss present their show and tell item to the class and answer a couple of questions from classmates.[Differentiation: weaker Ss should be given as much assistance as necessary in forming quetions so as not to distrupt the flow] If time, remaining Ss (in small groups), can share their show & tell stories and answer questions from group members.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning objectives

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else. Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Spelling test – comparative adjectives: good, better, bad, worse, happy, happier, tall, taller, enjoyable, more enjoyable. Copies of Power Word Workout needed.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. NB T should not distribute paper h/outs but project HBSB pdf onto IWB where feasible. Ss can have their paper copy of HBSBpp56-57 after doing the activities in order to revise at home. Also, the HBTB notes will help to further bring this lesson off the page. Ss look at the picture and drill the components of a typical home. Ss write the wds in order (1 to 10, to match the nos in the picture). [HBSBp56/IWB & audio] Looking at the picture/gapped text, Ss listen to Nicole describing her room then discuss which wds are missing. Ss practice saying the sentences. T elicits complete sentences in OC. [HBSB audio] Ss make There is/are sentences about Nicoles living room looking at the same picture. Ss practice responding to a set of Is/Are there qq about N’s room using short answers. Ss examine There is/are from a grammatical perspective (positive, question, negative, a/any) Ss ask/answer qq about N’s living room with only it’s contents (a TV, photographs…) for scaffolding. Ss describe to each other their own living room.

End of lesson activities

Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency (walk; don’t waste time packing up; phone emergency services if needed; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Reflection/Evaluation

I didn’t go through the homework instructions in detail, but pointed out the main bits relying on Ss to look it up online when they get home. Therefore, I was able to get through just about all of my planning (excluding the poetry recitation).

Asking and answering questions about our lives

Term 1, Week 5, Wednesday 10 October

Learning objectives

All learners should be aware of the importance of reading (given what tutorials last week shed light on)

All learners should be aware of Dawud’s impending absence for personal reasons

As many ILPs as possible should be updated with prior learning information

Some learners need to improve their learning habits by curbing the habit of copying throughout the lesson

All learners should practice asking/answering questions about each other’s prior learning and start getting used to the sound of a wider variety of tenses in context (focus on purpose at this stage – not grammar)

Some Ss should receive an intro to0 accessing their online ILP (they missed out last lesson due to time.)

Start of lesson activities

At least one outstanding induction activity (see induction checklist) should be completed before this slot is used for anything else. The importance of reading. Last week’s tutorials revealed a connection between lower perfoming learners and the absence of reading books in daily life. Click for information on Cambridge ESOL readers, click for information QuickReads, click for information about Oxford ESOL readers, click for information about Penguin ESOL readers. I don’t mind Ss reading their children’s readers as long as the level is appropriate, the conent interesting, and the readers are not just being brought in for the purpose of showing the teacher. Homework check. Ss compare their work while passing around the whiteboard marker and taking turns to write one answer on the board. [Don’t expect short Ss to write the first answers if they are high up on the board. Pre-draw bottom and middle lines to support Ss whose handwriting is developing.] It is not necessary for all problems on the board to be answered right now. This can be continued later if necessary.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. We need to add learning history data to ILPs. Use this as a context for Ss to practice eliciting/giving personal information. First, model questions can be boarded verbatim and demonstrated by teacher in OC. (T uses this opportunity to update ILPs.) Once the meaning of the questions is clear through context, lots of drilling/memorisation. Don’t try to explain any of the grammar, just make sure the context is clear for each question. Then structural elements removed and Ss, in SCGs take turns questioning one of their members (this can be prolonged by having students get into different groups and repeating. During this, T should question students to update their ILP. Focus on clarity/fluency/content rather than grammar in the responses. [More able Ss should correct/model where their classmates make grammatical errors in the questions.] As the activity progresses, the boarded questions should be further abbreviated (e.g. leave school?). Ss should be strictly discouraged from writing anything down. They can refer later to the questions below. To finish, nominate Ss to question a learner in OC (T updates ILP accordingly).

How old were you when you left full-time education?

What year was that?

Did you complete your course or did you drop out?

What qualification did you get?

When did you come to the UK?

Is this your first ESOL course in the UK

Is this your first course at Forest Gate Learning Zone?

One S presents his poem and answers questions about it from classmates and receives pronunciation feedback from teacher. Ss do some Headway material if time.

End of lesson activities

Set Homework tasks. Give group tutorial on ILPs to those who missed out last lesson.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Reflection/Evaluation

Tutorials session

Term 1, Week 4/5: E2 & L1 4/10, E1 8/10

Learning objectives

Some tutorials will flag up problems that must be addressed urgently. Consequently, target setting and online ILP account allocation may be impossible in the 8-10 minute timeslot without going overtime and taking time allocated to other Ss. The problems raised by such learners should not deprive other learners of their 8-10 minute tutorial. Students with such problems can recieve their targets and ILP acounts at a later date.

Most learners should receive at least one ILP target

All learners should receive an 8 minute individual tutorial

Most learners should gain an online ILP ‘account’ and know how to access it

Start of lesson activities

Go over lesson aims. Ss ask about any difficult words. Show Ss an online ILP, highlighting main features, how to find your account and then open it using your password (don’t mention what the password might be in OC.) Introduction to emerging, consolidating, and established:

emerging (eM)

consolidating (C)

established (E)

weak for this level

average for this level

strong for this level

Only a few of you are emerging. You will have to improve a lot to pass your exams. You are probably finding some aspects of Entry 1 rather difficult.

Most of you are consolidating. You need to make some improvement to pass your exams. You should feel fairly comfortable in this class, but know what your weaknesses are.

Only a few of you are established. You would probably be able to pass your exam tomorrow as your skills are quite strong.

When your teacher says you are emerging, consolidating, or established, you need to know whether he or she is talking about your overall English ability, or one of the main skills (e.g. reading), or a very specific skill (e.g. using the past tense).

Teaching and learning activities related to the learning objectives

No differentiation is mentioned in this LAP because individual tutorials are, by definition, differentiated. Ss start working through their independent team work activity (e.g. a Headway Progress Test). Ss will be called up one by one for their tutorial. T prioritises Skills Profile and SMART targets and only updates Prior Learning if the learner seems to have been innapropriately placed or is not displaying the skills appropriate for this level. T sets a Target for each learner taking into account firstly the learner’s diagnostic profile grid, and secondly the marked diagnostic test.

Assessment of learning linked to learning objectives

ILP targets include action(s) and a date around which the target will be assessed. Assessment methods vary according to each learner’s target/action. Assessment will take place in a tutorial.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.

All learners should use correct word word stress for everyday objects NOCNSL1.1A

All learners should increase their range of everyday objects vocabulary and spell same out loud NOCN2.3C/3.1C

All learners should be ready for their tutorial next lesson.

Start of lesson activities/Housekeeping

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Give out tenses table.

Ss quickly check/discuss their answsers to the HW by listening to the audio in conjunction with HBSB1.9.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles. T boards everyday object words. Ss write the everyday object words corresponding to the numbered pictures. Ss listen to the audio to check their answers. T drills stress/pronunciation. Ss write the words under the correct stress headings (O Ooo Oo Oooo oOo). [While Ss doing this, one S takes the marker and boards one answer then gives the marker to someone else. This will facilitate differentiation in OC checkback.] Ss take turns pointing to pictures and asking What’s this in English? In OC demo T drills appropriate stress and intonation for questions and response. I don’t know. is a valid response and should be taught. Ss continue in CP with their own copy of the handout. T roves giving both positive and critical feedback as appropriate. Ss use swap cards of everyday object pictures in a mingle activity saying What’s this in English? How do you spell that, please? and I don’t know (where appropriate). T should first drill the sentences first (pronunciation, stress, intonation). [More able learners should ask a third question about each picture.] T roves giving both positive and critical feedback as appropriate. Ss in OC point to objects whose name they don’t know in English. A classmate should answer (or T if classmates don’t know either). T boards the new vocab. T tests Ss on new vocab. Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (if S has emailed it previously as expected). Irina (AM) and Javier (PM) recite their memorised poems (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Demonstrate how to make the best use of Headway Online activities (100% rule)

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be completed by a specified date.

Igors and Lorraine prepare to recite your memorised poem next lesson. Everyone else, be prepared to recite your poem in the lesson after that.

Email your poem to the teacher (if you haven’t already) and read poems on our website that your E1 classmates are planning to recite.

Greeting people and meeting socially

Learning objectives

All learners should demonstrate knowledge/understanding of their induction and be able to sign their induction checklist in an informed manner

This group will have a democratically elected course rep.

All learners should have completed all diagnostic tasks and discussed the correct answers

All learners should be able to approximate intonation used for questions (NOCNS&L1.1C)

All learners should use be able to greet and respond to greetings (NOCNS&L4.1A-B)

All learners should be able to use am/is/are in long and contracted forms (NOCNS&L3.1B)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else. Particularly: Personal Induction Checklist, election of course rep.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Red text indicates a photocopied handout is required. Bold text indicates key words – this avoids the need for activity titles. [mins/time] Ss compare their answers to the the HW while, one at a time, boarding one of their answers (HBWB1.5). Then OC looks at and discusses what’s on board. T gives feedback on both content and handwriting/puncutuation. [This activity will highlight both individual and common weaknesses that can be remedied on the spot. Don’t expect shorter learners to write answers on the board that are out of their reach. Try to update at least one diagnostic profile grid with a weakness elicited from this activity.] [mins/time] XXX Ss look/listen/read corresponding images/audios/texts of friends greeting each other. Ss imitate the structures as closely as possible in mingling with/greeting their classmates. Do not allow Ss to use their handouts. They should refer to what’s on the IWB. Practice first in small groups then mingling. Test Ss by nominating two at random to demonstrate. Then pick another two. Use this to gauge for how much longer they should practice. BSB1.x [Onus is on more able classmates to identify/correct their partnerss’ errors. If learners are still making errrors when tested, this is partly their responsbility (co-operative learning). Stronger Ss should also identify and involve non-participating classmates.] Randomly chosen Ss identify the missing verb form (of to be) in short sentences used in greeting/introducing. [mins/time] Ss look at the pictures with gapped short greeting conversations. Predict and write in the missing words belonging to ‘chunks’ of social language (greetings, etc). Listen to the audio and check. HBSB1.9.1-2 [Differentiation] [mins/time] Ss look at picture, then number (while listening to the audio) the muddled lines of the conversation which is taking place in the picture. Ss reinforce what is learned by studying Grammar Reference 1.3 on p121. HBSB1.9.3[Differentiation] [mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (if S has emailed it previously as expected). Irina & Igor (AM); Javier & Asha (PM) recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Ss who have missed a diagnostic task should complete it. If all have completed their diagnostics, display/play the texts and discuss model answers to reading/listening tasks. Some sort of peer/student led assessment of the writing task should also happen in a subsequent lesson. If time, T & Ss review exam syllabus/criteria update it to show what has been addressed by today’s session.

Homework (underlined tasks to be completed by a specified date)

Email your poem to the teacher (if you haven’t already) and read poems that Igor and Irina (AM), Javier & Shamima are planning to recite.

Keep learning the latest spellings. You can use look, say, cover, write, check. Learn to use, pronounce, and spell each word.

Keep adding to your vocab book. Learn to use, pronounce, and spell each word. You can use look, say, cover, write, check.

Revise everything done in class today and do HBSB1.9.1-2 and read Grammar Reference 1.1 and 1.2 on p121

Try to read your reader daily.

Reflection/Evaluation

We managed to most of this in one session but for HBSB1.9 therefore HBSB1.9.1-2 were set for HW. Next lesson, review/complete HBSB1.9 as quickly as possible then move onto a different topic as the main focus of the lesson. We did not hear any poetry today due to my concerted effort to wrap up more induction matters. On the plus side, this will give learners a chance to view their peers’ poems before they’re recited. [03/10] This lesson made quite an impression because Ss were using the language to greet each other when arriving for the subsequent lesson. Shows the merit of drill and insisting on accurate output.

Meeting new people

Term 1, Week 3, Wednesday 26 September

Learning objectives

All learners should demonstrate knowledge/understanding of their induction

All learners should have completed all diagnostic tasks.

All learners should be able to approximate intonation used for friendly social interaction (NOCNS&L1.1D)

All learners should use be able to use contractions where appropriate (NOCNS&L2.2D)

All learners should be able to introduce someone to others (NOCNS&L4.1C)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Ss who have missed a diagnostic task should complete it. T & Ss review exam syllabus/criteria update it to show what has been addressed by today’s session.

Learning resources

xxx

Homework (bold tasks to be completed by a specified date)

Irina & Igor (AM); Javier & Asha (PM) must prepare to recite their memorised poem next lesson. Everyone prepares to recite their poem in the lesson after that.

Email your poem to the teacher and read the poems that classmates are planning to recite.

Reflection/Evaluation

can: ability, requests, and permission

Learning objectives

To make requests, ask permissiong, and find out about ability using can (This partially addresses NOCNSL2.1A and NOCNSL2.2C)

To pronounce can/can’t so that the meaning is clear

Begin to be more aware of how to compare things (e.g. tall/taller)

For everyone to complete their listening diagnostic (Marinela and any new Ss)

Start of lesson activities

Ss discuss how to get from here (FGLZ) to their home with some prompts on the board (Go… Turn… Take… First… When you… Then… Next… Finally… up the stairs, across the road, through the… at the…). Give Ss the rationale (lesson cycle) behind this. Go through today’s objectives using appropriate strategies to promote and check understanding (e.g. erase key words and have Ss discuss what’s missing.)

Teaching and Learning Activities related to the Learning Objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required. Refer Ss to the exam criteria as a rationale for today’s activities around can. [x mins] T creates a mindmap: can: ability, requests, permission. T elicits one example sentence for each can category and includes some prompts as well. T elicits abilities (e.g. drive, swim…). T demonstrates the activity by asking in OC questions about ability and choosing more able Ss to do the same. Short answers are drilled with emphasis on phonemic difference between can/can’t. Ss mingle and find out who can do what. Allow Ss to do whatever they need in order to understand the key words. Only elicit enough abilities for weaker Ss to get by on, encourage stronger Ss to add to this list.] [x mins] Repeat the above can activity but for requests (some humourous/unreasonable requests could be included)[Differentiation] [x mins] Repeat the above can activity but for permission (there might be some overlap between requests and permission [Differentiation] [1445] Poetry recitation from Bianca (AM), Khaleda, Farahnaz (PM)

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference. (Very occasionally, soem Ss make surprise/disdain over difference rather obvious – all must know at the outset this is not acceptable.) Some Ss may need to leave early because of family/work – they need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving in order for the teacher to make any necessary provisions. (It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate to them about what was missed.) Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. New NCFE standards, however, mean that we cannot allow the level of flexibility around attendance/punctuality enjoyed by Ss in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

[1500] Administer listening diagnostic for those who need it.

Learning resources

All you need is a whiteboard and marker for this session.

Homework

New spellings – adjectives and comparative adjectives: good, better, bad, worse, happy, happier, tall, taller, enjoyable, more enjoyable. Shamsia, ???, (AM) Lorraine, and Marinela (PM) prepare to read your poem next lesson. Everyone else continue to work on your poem. Read new poems on the poems page. Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.) Click for a website has a list of famous poets and links to their poems.

Reflection/Evaluation

Spelling and pronunciation

Learning objectives

Demonstrate understanding of what was learned during the induction period

Identify some words whose spelling and pronunciation do not match

Distinguish between some basic word classes

Identify some problems with pronunciation, stress, or intonation

Start of lesson activities

Ss study the objectives on the board and answer questions T collects copies of poems from today’s reciters: Fatima, Ina, Daniela. T makes some copies of these. In future, ask upcoming reciters to type out and email their poems in advance. In conjunction with fglz.esol this will save on copying and add value to Ss’ poetry learning. What’s this in English? It’s a… How do you spell that? After appropriate preparation, Ss move around the room with a partner asking each other about classroom objects. This is based on HBSB 1.11. Bear this in mind when we come to HBSB1.11 in the sequence of Headway materials used this term.

Learning Activities related to the Learning Objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required. [x mins] Spelling test (Power Word Workout) on induction, lesson, around, building, know, names, expect, course, your, responsibilities [This is the first Power Word Workout for most Ss. Don’t bother scoring afterwards. Let people learn from their mistakes so they will be to cope with stricter conditions next time. Allow peer support on this occasion. Move around to intervene early where guidance needed.] [x mins] Poetry recitations from Fatima, Ina, Daniela. [T makes a pronunciation comment in pencil on each Ss’ diagnostic profile grid if useful diagnostic info is revealed]. Each audience member must think of a question to ask before/after the poem is recited. Don’t spend forever on this! [x mins] Induction Questionnaireto be completed. First Ss work individually, skipping questions they can’t answer. Then they can compare/exchange/discuss answers with a ‘surprise’ partner (nominated by T). Afterwards, T elicits/boards answers and asking learners to stand up if they think an answer is wrong. [Differentiation is inherent in this activity – it doesn’t matter how many qq are answered when working alone, the partner phase is co-operative learning.] Talk to any Ss for whom this level may not be appropriate. Run a resit of the listening diagnostic for any who missed it.

Assessment of learning linked to learning objectives

Objective 1: See underlined text in Teaching and learning activities.

Objective 2: See underlined text in Teaching and learning activities.

Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.